Faith L. Johnson, Milwaukee Public Schools

People interact with music in a variety of ways: by singing, playing, moving, listening, and using these responses in the creation of music. For students with Exceptional Education Needs (EEN's), active participation in music experiences is as essential for growth and development as it is for students in general education. When handicapping conditions (special needs) interfere with a student's ability to respond actively to music, adaptations may be both advantageous and necessary for active participation.

Assistive technology is the use of devices and services that help people with disabilities of all ages in their daily lives. Technological devices can provide a way for students with special needs to actively participate in making music. By using these adaptations, students with EEN's can express themselves, compose, score, arrange, practice, and become involved with music. Besides the central issue of providing access to music education, technology also enhances student independence (an essential component in inclusion), and allows the student with special needs to actively participate in music experiences.

Some students may require physical accomodations to gain access to their education; other students may also require adaptations to accomodate their cognitive or sensory needs. There is a wide range of custom software written or adapted specifically for individuals with special needs. Some of these programs require as little as a single switch to operate them. There is also talking software, which provides auditory feedback to match the visual information offered by the computer. These programs run on a standard computer, but are specially designed to serve particular needs related to disabilities. Two such programs, Fractunes™ for the IBM and Switch Ensemble™ for the Apple IIgs, are musical in nature. Designed for easy access to musical sounds, these programs allow students to actively participate in music experiences.

Even with the availability of programs such as Fractunes™ and Switch Ensemble™, there may be problems with using software that is designed only for people with disabilities. A major concern for educators is that adapted software does not provide students with access to the software available to students in general education. In addition, students with disabilities who use software that is different from the software used by their regular education peers may not be able to share files, data, and experiences with other people. By using separate software, it may be more difficult for students with disabilities to function in inclusive settings. Finally, the market for special software for students with disabilities is smaller than the rest of the software market, so there may not be as much activity in the area of development of adapted software.

In response to the problems that may be associated with specially-designed software, assistive software/hardware combinations have been developed so that any standard software, including music software, can be used. Ke:nx™ and the Adaptive Firmware Card™ are examples of adaptations to computer hardware that allow for access to standard music software. In addition, alternate input devices (including MIDI instruments, simple switches, onscreen computer input, alternate keyboards, scanning, and assisted keyboard technology) provide a way for students to use communication devices, audio equipment, and computer technology. These software/hardware combinations make it possible for persons with disabilities to become actively involved in responding to and making music.

Fractunes™ is a music driven program which generates vivid on-screen colored images that change in direct response to the notes that are played. With this program, an environment is designed in which participants can access and create their own visual and auditory experiences. Music signals are created by an Omnichord™ and an electronic piano keyboard. As the player touches these highly responsive instruments, a sensitive cause-effect relationship is established. Compositions can also be imported from notation software to be played back, creating changing visual images.

Switch Ensemble™ is a music performance program written specifically for individuals with special needs. It provides a variety of music-making activities for students with a broad range of physical and cognitive abilities, and is age-appropriate for students from early childhood through high school. Switch Ensemble allows groups of students with mixed abilities to play music together in a cooperative setting.

Each student works at an individual level, while contributing to the overall performance. Besides the computer keyboard, alternate input devices (joystick, TouchWindow ™, single switches) can be used; these devices become musical instruments which are highly motivating for developing cognitive skills and motor control.

Multimedia software may provide a way to adapt the computer to the needs of individual students. HyperStudio®, for example, allows students and teachers to create projects that include visuals, animation, and sound recording/playback.

It is possible to make listening maps, interactive music worksheets, or songsheets that help students actively participate in their music education.

4) Ke:nx ™ is a computer system that allows people to use alternate devices (or the keyboard/mouse) to operate the computer. Ke:nx is compatible with any Macintosh software, providing access to any application: word processing, graphics, music, etc. Because Ke:nx setups can be designed to change mouse speed, delay screen action, slowdown software, or handle several functions with one touch, the needs of individual students can be met. Even with these tremendous capabilities, Ke:nx is teacher-friendly, and makes it possible to easily adapt software for students who use single switches, alternate keyboards, or TouchWindows™.

Used with music software, Ke:nx setups can take the place of using the standard computer keyboard and mouse to compose, sequence, perform, or improvise music experiences.

The Adpative Firmware Card™ is a system with capabilities similar to Ke:nx™, but is designed for the Apple IIe and the Apple IIgs.

Other systems that provide adaptations similar to Ke:nx™ and the Adaptive Firmware Card™ include: IntelliKeys ™ (by IntelliTools); Troll Touch touch screen (by Troll Touch); PowerKey/PowerPad™ (for IBM or Apple II, by TASH).

People can gain access to the computer via alternate means, including: making changes in a standard computer keyboard, touching a single switch, using the TouchWindow™ (screen placed over monitor screen), manipulating an alternate keyboard, or using any other equipment that allows the student to feed input into the computer.

These adaptations help the user operate standard music software for the same purposes as any user: composition, arranging, performance, sequencing, improvisation.

Goals for students in special education are specific to the individual needs of the student, but there are many ways to achieve special education goals. Music education is an excellent medium for working on typical goals in the areas of mobility, functional hand use, socialization,

peer interaction, self-expression, communication, sensory development, and cognitive development, in addition to music skills.

Besides providing opportunities for active participation in music experiences by students in special education, assistive technology adapts the computer for people with a variety of needs: students for whom sequences of computer commands may be an obstacle; persons with physical limitations that prevent access to the computer (or to standard music activities) through traditional means; students for whom use of technology provides a way to communicate, produce work, and participate in classroom activities. Assistive technology also enhances inclusion practices, allowing groups of students with a variety of skill levels to work cooperatively. In addition, the adaptations provided by assistive technology make it possible for music educators to reach learners with a wide variety of abilities.

Students with disabilities are often passive onlookers in music education, because their limitations may prevent them from fully participating in music experiences. Assistive technology devices have been designed to help students participate more actively and more completely in the educational process. In the music education classroom, assistive technology can be used to help students create, perform, and interact with music. Students who are directly involved in instructional activities develop independence, and become more active learners. In turn, other educational goals are addressed, including the following:

Recent legislation makes it clear that barriers, such as the lack of technology, must be removed so that people with disabilities can function in society. IDEA: Individuals with Disabilities Education Act (P.L. 101-476) is the 1990 revision of P.L. 94-142, Education of the Handicapped Act.. It provides for a free, appropriate, public education for children with disabilities ages 5-21. The law was also amended in 1986 to include children between 3 and 5 years of age. When it was re-authorized in 1990, IDEA included definitions for assistive technology devices and services as part of the list of related services that should be made available to students with disabilities. Under IDEA , assistive technology may be provided as part of special education, as a related service, or as a supplementary service. If it is determined that assistive technology is needed by a student to meet IEP (Individual Education Plan) goals, the school district must provide the assistive devices, plus any services (such as training) that the student needs in order to use the technology.

The Technology-Related Assistance for Individuals with Disabilities Act (P.L. 100-407), is intended to extend the availability of assistive technology to individuals with disabilities and their families. Funds were appropriated to develop a consumer-responsive statewide service delivery system in each state. These systems should currently be available in every state.

If a student does not qualify for services under IDEA , but has a handicap, the student is protected under Section 504 of the Rehabilitation Act (P.L. 99-506), which is a 1986 amended version of the original law of 1973. Each school district's Section 504 services must address the assistive technology needs of students if these needs are not covered under IDEA .

1081 Tenth Ave. S.E. ISU Research Park

Minneapolis, MN 55414-1312 2501 North Loop Dr.

800/322-0956 Ames, IA 50010

800/723-2783

Don Johnston, Inc. Dunamis, Inc.

PO Box 639 3580F Highway 317

1000 Rand Rd. Bldg 115 Suwanee, GA 30174

Wauconda, IL 60084-0639 800/828-2443

800/999-4660

Enabling Devices IntelliTools, Inc.

Toys for Special Children 5221 Central Ave.

385 Warburton Ave. Suite 205

Hastings-on-Hudson, NY 10706 Richmond, CA 94804

914/478-0960 800/899-6687

TASH Troll Touch

Unit 1-91 Station St. 25020 W. Avenue Stanford

Ajax, Ontario, Canada L1S 3H2 Valencia, CA 91355

905/686-4129 805/295-0770